MINISTRY OF JUSTICE MINISTRY OF EDUCATION AND TRAININGHANOI LAW UNIVERSITY NGUYEN THI BAO HAN 443052 AN INVESTIGATION INTO THE USE OF THE INTERNET TO PROMOTE AUTONOMOUS LEARNING IN LEGAL
RATIONALE FOR THE STUD Y << + E111 11 1 vn tr | 2 AIMS OF THE STUDY 277 4
In the age of digital technology, the Internet has become an integral part of our daily life and has revolutionized the way we learn and acquire knowledge Internet serves as the most valuable source that may assist learners, while allowing them to explore, communicate and learn about the diversity of English language through online materials, books, newspapers, videos, social media platforms Internet has further allowed students to access different information related to the language across the globe (Baik & Shim, 2002).
The dismantling of international boundaries in the pursuit of international markets and global agreements has meant the matching of different legal frameworks in the global context, as well as the implementation of legislative procedures and juridical processes across countries Hence, it could be said that globalized business activities and dispute resolution through arbitration between individuals and institutions have been accompanied by a process of legal internationalization But such a process requires a common language for legal officials and scholars to understand one another, and such language is, undeniably, English (Llopis, 2017) Indeed, with the increasing importance of English as the global language of law, it is essential for students to have a high level of proficiency in legal English to succeed in their future careers.
Although traditional classroom-based learning has its benefits, it may not be adequate in developing the language proficiency needed to excel in the legal field. Autonomous learning has proven to be the right approach to enhancing skills as it entails learners taking charge of their own learning and utilizing resources beyond the classroom, as indicated by Esfandiari and Gawhary (2019) Firstly, it gives students the ability to enhance their legal vocabulary and comprehension skills, making them more competent in the field of law Secondly, autonomous learning enables students to develop their research and analysis skills, which are essential in the legal profession. Thirdly, it allows students to communicate effectively with international clients and
| colleagues, giving them a competitive edge in a globalized legal industry. Additionally, autonomous learning of legal English provides students with the flexibility to tailor their learning to their specific needs and learning styles, promoting independent thinking and self-motivation.
The use of the Internet for teaching and learning has been explored in numerous studies both domestically and internationally However, the majority of these studies have primarily focused on autonomous learning of English in general or business English, with limited research on autonomy in learning legal English Acknowledging this issue, this study was undertaken to underscore how the Internet could be utilized to promote autonomous learning of legal English among students specializing in different disciplines and studying legal English at HLU Consequently, it can help enhance students knowledge and language skills in the field of law in particular and improve the quality of teaching and learning of legal English at this institution in general.
Overall, this study aimed to provide insights into the potential of using theInternet to leverage autonomous learning of legal English among students at HLU To achieve this goal, the researcher established three specific objectives as follows The first objective was to explore HLU students’ self-evaluation of their ability to learn legal English autonomously using the Internet The second objective was to evaluate the effectiveness and efficiency of students’ utilization of the Internet as a means of learning legal English Finally, the study sought to examine the roles of teachers in helping students become more autonomous in learning legal English through the use of the Internet.
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In line with the rationale and aims outlined above, the researcher seeks to gain a deeper understanding of leveraging the Internet to promote autonomous learning of legal English among senior students at HLU by exploring the following questions:
(1) How do students at HLU perceive themselves as autonomous legal English learners through the use of Internet?
(2) How effectively and efficiently do students use the Internet to study legal
(3) How can teachers help students to be more autonomous in learning the legal foreign language through using Internet?
This research paper focuses on promoting autonomous learning in legal English among senior students at HLU through the use of the Internet As legal English courses are not offered to all students at the institution, this study is limited to those students majoring in General Law (Advanced program), International Trade and Business Law, and English Language (Legal English), who take legal English courses as compulsory credits Additionally, seniors at the university are believed to be more digitally literate compared to juniors, sophomores, and freshmen Therefore, this research paper is narrowed down to the utilization of the Internet to promote autonomous learning in legal English of seniors pursuing majors in General Law (Advanced program), International Trade and Business Law, or English Language (Legal English).
This study lies in its potential to inform the development of language learning strategies and pedagogies that foster autonomous learning and leverage the Internet as a tool First, it addresses the need for autonomous learning in higher education, especially in the context of legal English, a domain that requires proficiency in both legal knowledge and language Second, the study explores the potential of the Internet in providing learners with resources and opportunities for autonomous learning This potential focus on senior students at HLU highlights the importance of enhancing the language proficiency of future Vietnamese legal practitioners Third, this study can provide valuable insights and recommendations for teachers to enhance their teaching methods and promote more independent and effective learning among their students. Furthermore, this graduation paper is expected to contribute to the growing body of literature on autonomous learning and the use of technology in education, with a specific focus on legal English learning for senior students at HLU.
The study is organized into three central parts: Introduction, Development, andConclusion.
The Introduction includes the Rationale, Aims, Research questions, Scope, Significance and Organization of the study.
The Development is divided into four chapters as follows:
Chapter 1 The Literature Review setting out the theoretical framework for research and reviewing some of the earlier studies.
Chapter 2 Methodology, which provides the data collection instruments, procedures of data collection and procedures of data analysis.
Chapter 3 Results and Discussion revealing the analytical findings of the survey and a detailed interpretation of the data obtained.
Chapter 4 Recommendations, where a number of suggestions are made on the basis of the results of this study.
The Conclusion delivers a summary of the study, limitations and suggestions for future research.
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Recommendations for English teachers to developing learner autonomy 40 4.3 , aaa ƠBậậậa
learners Generally speaking, the findings suggest several recommendations for teachers seeking to enhance HLU students’ ability for autonomous study.
The survey results indicate that final year students at HLU have not employed numerous strategies while studying, which may impede their ability to maximize their self-directed learning time As Voller (1997) listed three different roles for teachers to foster learner autonomy: the role of facilitator, counselor and resource Henceforth, teachers must facilitate students’ access to a diverse range of learning strategies within the classroom setting, allowing students to discover and select the methods that best suit their individual learning needs.
With a seemingly endless array of online resources available, it can be overwhelming for students to navigate the vast expanse of information and find what they need to learn effectively Teachers who possess the ability to use the Internet as a learning tool can guide students in discovering new resources, developing research skills, and building their own strategies for self-directed learning Teachers can help students learn how to find and assess online resources such as websites, videos, podcasts, and articles in a more efficient manner For example, they can teach students how to conduct effective Google searches using specific keywords and how to assess the credibility and reliability of sources In addition, teachers can introduce students to specialized online databases, such as academic journals or industry-specific publications, that offer deeper insights into particular topics By teaching students how to find and evaluate online resources, teachers can enable them to become more autonomous learners, capable of independently seeking out the information they need to learn and grow This not only helps students in their present studies, but also equips them with skills for lifelong learning in an increasingly digital world.
Furthermore, the extensive knowledge of legal English can be overwhelming for learners To address this, the lecturer can provide guidance to students by presenting specific legal issues, such as the comprehension of case
4] law or contracts in English within particular fields of law, such as conflict law, civil law, or human rights law This approach can help students gain a better understanding of their career prospects after graduation, and for some, it can serve as motivation to study beyond academic books provided in the classroom. 4.3 Summary
These recommendations are based on data collected from final year students at HLU and are directed towards both students and _ teachers.Implementing these recommendations may lead to better learning outcomes and promote effective autonomous learning.
To summarize, this study found that senior students at HLU face existing problems in leveraging the Internet to learn legal English autonomously The study showed that although the students have a relatively high degree of confidence in their autonomous learning capabilities, the time they spend using the Internet to learn legal English autonomously is insufficient As clarified in the literature review, the amount of time dedicated to learning can be considered a tangible sign of learner engagement and commitment The limited and inconsistent time allocated to studying legal English suggests a comparatively low level of commitment to autonomous learning among senior students at HLU.
Furthermore, although students possess the ability to select resources for learning, they tend to choose limited sources that do not fully exploit the potential of the internet for learning legal English This limited selection of resources can often result in a narrow and incomplete understanding of legal English, which may not adequately prepare students for the complexities of legal practice.
Despite having well-defined and practical goals, a significant number of students struggle to maintain their motivation due to the absence of effective learning strategies This lack of effective learning strategies results in feelings of frustration, disengagement, and a sense of being overwhelmed, especially when attempting to learn legal English autonomously through the internet. Consequently, when encountered challenges, senior students at HLU had difficulty coming up with specific solutions.
Overall, it appears that the level of autonomous learning among HLU students is not at a satisfactory level, resulting in difficulties expressing their expectations to teachers Based on these findings, recommendations have been made to both senior students and teachers to promote autonomous learning in legal English at HLU by leveraging the Internet.
2 Limitations and suggestions for further study
Limitations are an inevitable aspect of any research paper, regardless of the level of careful planning involved This thesis is no exception to this fact The first limitation pertains to the sample size, as this study only involved 90 students majoring in the Advanced Program of General Law, International Trade and Business Law, and Legal English Language Additionally, only three students were selected as representatives from each major for the in-depth interview Consequently, the findings cannot be assumed to be representative of the opinions of all HLU students Moreover, the recommendations gathered through the interview sessions are based on the views of only three participants. Had the sample size been larger, additional suggestions might have been obtained.
The second limitation concerns the research period’s duration, which was not long enough to observe and confirm changes in students' application of the strategies and recommendations provided The results rely primarily on the current opinions of the participants, which cannot be validated unless put into practice.
The researcher proposes several suggestions for further study, including conducting research with a larger sample size to gain more substantial insights into the practice and opinions on the method Additionally, research should be conducted over a more appropriate time frame to fully observe and validate the information provided Furthermore, future research should pay greater attention to sample profiles, such as students’ academic background histories.
In conclusion, this study’s results should aid in the development of more effective autonomous Legal English learning methods at HLU.
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APPENDIX 01 Survey question for topic: Leveraging the Internet to promote autonomous learning in Legal English of senior students at Hanoi Law University.
Dear Senior Students at Hanoi Law University,
My name is Nguyen Thi Bao Han, a fourth-year student major in English Language (Legal English) I am conducting a survey for my graduation paper titled: Leveraging the Internet to promote autonomous learning in Legal English of senior students at Hanoi Law University.
The purpose of this survey is to gather information about your experience with using the Internet to learn Legal English and to better understand how you have leveraged online resources to become more autonomous learners.
The survey will take approximately 3-5 minutes to complete, and your participation is entirely voluntary The results of this survey will be used for research purposes only.
If you have any questions regarding this topic, please feel free to contact me via email at nguyenthbaohan@gmail.com Please note that I may not be able to respond immediately if I have pending assignments to complete.
Thank you for your participation and valuable input.
I understand the importance of protecting your personal information and am committed to maintaining the confidentiality and privacy of all participants.
1 Please specify your gender identity
2 Please indicate your current academic level
3 Please select the major you are pursuing at HLU
LJ International Trade and Business Law
HLU students’ self-perception of learning Legal English autonomously through the use of Internet
1 How confident do you feel about your ability to learn Legal English autonomously through the Internet?
2 What is the average time you use per day to learn Legal English through the Internet?
L] do not have a specific amount of time
3 What online resources do you usually use to learn Legal English? Please put a check next to the appropriate the column. resources never use | minimally | occasionally | regularly | use everyday
Online legal forums and discussion groups
Legal English language worksheets, quizzes and games
4 What is your motivation to learn Legal English autonomously through Internet? (multiple choices)
L] I have a personal interest in legal language and concepts
LÌ It helps me to access and comprehend legal resources more effectively
LI It helps me excel in my legal studies (coursework, exams, and research, )
LI It helps me understand the legal systems better in different countries L] It enhances my employability
LÌ It helps me prepare for a future career in an international legal setting L] It helps me prepare to pursue further education abroad in English- speaking countries
The effectiveness and efficiency of using the Internet to learn Legal English
1 In your opinion, how effective and efficient is it to use the Internet to learn legal English?
| 2 3 4 5 ineffective Ol Ol Ol Ol Ol very effective
2 What strategies do you use to study legal English online effectively and efficiently? Put a check next to the appropriate column. strategies never | minimally | occasionally regularly always Set specific goals
Find a quiet, distraction-free environment
Shadowing (is a technique that language learners use to improve their intonation and pronunciation by
1X repeating what someone says in real- time)
Keep my study materials organized and easily accessible
Reach out to classmates, teachers, or online forums for support and guidance when needed
3 What factors affect your choice of online resources to study Legal English? (multiple choices)
L] The reputation of the online resources
L] The credibility of the information provided in the resources
L] The relevance of the resources to my learning goals and objectives
L] The content is presented in a clear and organized manner
L] The interactive features, such as quizzes, exercises, and games
L] The resources that provide feedback on my progress
LI The resources that are available in a format that works for my learning style (such as text, audio, or video)
L] The resources that I could use to study in groups
L] The resources are available for free or at a reasonable price
4 How do these challenges impact you while you use the Internet to learn Legal English? Put a check next to the appropriate column. challenges significant considerable low impact | moderate impact :
Sorting through the vast amount of information available online
Evaluating the quality of resources
Staying motivated and self-disciplined
Limited opportunities to interact with instructors and peers
Technical issues such as slow internet speeds, website crashes, or incompatible software
5 How have you overcome challenges when using the Internet to learn Legal English (written answer)
The role of teachers in helping students become more autonomous in learning Legal English through the use of the Internet
1 How important is teacher’s guidance to you to learn Legal English autonomously through the use of the Internet?
| 2 3 4 5 not important Oo Oo oO L] oO very important
2 How necessary do you think are these types of teacher’s guidance in helping you become a more autonomous learner of Legal English through the Internet? Please put a check next to the appropriate column. somewhat very absolutely unnecessary necessary necessary necessary necessary Providing detailed instructions for online assignments
Establishing deadlines for completion of online assignments
Guide students in setting specific learning goals while using online resources
Provide guidance on how to search for reliable sources and evaluate online materials
Encourage students to use online dictionaries to improve understanding of
Encourage students to use online tools for grammar and spell checking
Recommend online courses that align with students’ learning goals and interests
Intriguing interesting legal issues for students to research online
Foster collaboration among students through online forums and discussion boards
Encourage students to keep track of learning progress by using online
3 What expectations do you have for teachers to help you become more autonomous learners of legal English through the internet? (written answer)
INTERVIEW QUESTIONS FOR STUDENTS Question 1: What is the average time you spend learning legal English via the internet per day, and how confident do you feel about your ability to learn autonomously?
Question 2: How do you use the Internet to learn legal English autonomously? Question 3: What motivates you to use the Internet to learn legal English autonomously?
Question 4: What strategies do you use while learning legal English autonomously via the internet?
Question 5: What challenges have you faced while learning legal English autonomously via the internet?
Question 6: How have you overcome challenges while learning Legal English through the Internet?
Question 7: What expectations do you have for your teacher when learning Legal English autonomously through the Internet?
APPENDIX 03 TRANSCRIPT OF THE INTERVIEWS
Response from student of General Law (Advanced program):
Answer to question I: | spend more than an hour per day learning legal English via the internet, and I feel extremely confident about my ability to learn autonomously.
Answer to question 2: | extensively use the internet to learn Legal English autonomously I rely on various online resources such as legal documents from International Organizations, legal news websites and blogs, legal dramas, online forums and discussion groups, and language worksheets and games These resources help me develop my language skills, stay updated with legal developments, and stay motivated while learning autonomously.